Revista Polo del Conocimiento


Polo del Conocimiento

Teaching English for Specific Purposes: Are ESL Teachers Prepared?

Romina Denisse Herrera-Pazmiño, Monica Villar, Yaritza Ximena Mora-González

Resumen


The intention of this paper consists in presenting the results of a qualitative research performed to a group of English teachers. All of them must be prepared to face the different types of classes, methodologies, students’ ages, and backgrounds. For instance, they should know what, how, and when to teach depending on the context they would be involved in. One of the challenges English teachers face during their practice is English for Specific Purposes training classes. As there are different perceptions about this kind of training, two main questions are analysed in this study, whether the trainers for ESP courses should be professionals or English teachers. The answers varied depending on the needs and type of training required, but most importantly, the answers emphasized on the importance of administrators and university to be involved with the collaboration and creation of teaching materials.


Palabras clave


ESP; teaching; learning; reflection; qualitative analysis.

Referencias


Basturkmen, H. (2006). Ideas and options in English for specific purposes. (EBL.) Mahwah, N.J: Lawrence Erlbaum Associates, Publishers.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles: Sage.

Mirela, COSTELEANU. (2009). THE IMPORTANCE OF GRAMMAR TEACHING FOR ESP STUDENTS. Studii si Cercetari Filologice. Seria Limbi Straine Aplicate.

LAMRI, C. E. (2016). Universite de Tlemcen. Retrieved from An Introduction to ESP.


Texto completo: PDF HTML XML

DOI: 10.23857/pc.v7i6.4109

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